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Study information

Programme Specification for the 2023/4 academic year

PGDip Senior Wellbeing Practitioner for Children and Young People (Low Intensity Cognitive Behavioural Therapy)

1. Programme Details

Programme namePGDip Senior Wellbeing Practitioner for Children and Young People (Low Intensity Cognitive Behavioural Therapy) Programme codePDP2PSYPSY08
Study mode(s)Part Time
Academic year2023/4
Campus(es)Streatham (Exeter)
NQF Level of the Final Award7 (Masters)

2. Description of the Programme

This programme provides you opportunity to develop supervision and advanced clinical practice competencies in low intensity practice for children, young people (CYP) and families that subsequently support your career progression into the Senior Wellbeing Practitioner (SWP) role. It will enable you to develop knowledge and clinical practice skills that align with priority development areas of the national CYP mental health workforce strategy and are responsive to areas of need as identified by services and stakeholders. Guided by the national curriculum, the training programme will provide you with extensive professional development opportunity that will enhance and expand your clinical practice acumen and clinical supervision competency. The programme will commence with the supervision modules.

This programme will enable you to expand on your previous psychological therapies practice training either as a Wellbeing Practitioner for Children and Young People CWP (Grad/PG Dip or Grad/PG Cert in Low Intensity CBT for Children, Young People and Families) or Education Mental Health Practitioner for Children and Young People (EMHP) (Grad/PG Dip in Mental Health Practice in Education Settings). You will therefore be required to have successfully completed one of these programmes within CEDAR, or an equivalent HEE nationally commissioned CYP programme ahead of undertaking this programme. You will need to be at least one year post qualifying as a CWP or EMHP prior to attendance. Those that have attended and completed the CWP or EMHP supervision training will have prior attendance taken into consideration.

3. Educational Aims of the Programme

The training will support delivery of the NHS Long Term Plan commitments relating to improving access to CYP MH services and extending support to all children and young people and will develop the roles of CWPs in community settings and EMHPs within Mental Health Support Teams and enable clearly defined career progression. The development of Senior Wellbeing Practitioner training aims to extend the clinical skillset of the CWP and EMHP roles, enhance their specialisation for community and educational settings respectively, expand supervisory capacity, support workforce retention within the low intensity profession and enable widened participation and social mobility within this workforce

The benefits of this training will include:

1. Robust supply and optimisation of supervision for CWPs and EMHPs

2. Increased specialisation in either community or educational settings and clear differentiation between pathways

3. Increased access to support for a broader range of CYP and families across educational and community settings including:

   a. Interventions for moderate to severe anxiety, including trauma informed interventions, and for obsessive             compulsive disorder and social anxiety.

   b. Working with neuro-diverse CYP with and their families, including those with ASC and LD

4. Improved staff retention through transparent career progression prospects within low intensity pathways

Learning, teaching and assessment methods will be comparable to our other clinical training programmes delivered by CEDAR where we have developed an innovative approach to learning combining distinctive pedagogic approaches for the delivery of declarative, procedural and reflective content. We have developed strengths in self-reflection and self-practice (experiential/ reflective learning techniques), live competency assessments and are using technologies such as the “flipped classroom” to maximise the learning experience and accessibility to learning.

4. Programme Structure

The PGDip Senior Wellbeing Practitioner for Children, Young People and Families (Low Intensity Cognitive Behaviour Therapy) is a 2-year part-time programme of study at Regulated Qualifications Framework (RQF) Level 7 (as confirmed against the FHEQ). The programme will be delivered over approximately 64 taught days (to include supervision of practice and supervision of supervision) in addition to service-based learning and independent study. The training will be delivered in a blended format including both remote and face to face training.

Number of taught days:

Modules PYCM123 and PYCM090 (20 days teaching (to include supervision) over a 9 to12-month period.
Module PYCM124: To include approximately 24 days teaching (to include supervision of clinical practice)
Module PYCM125: To include approximately 20 days teaching (to include supervision of clinical practice)

The training programme will contain workshops on theoretical / clinical skills in relation to supervision and enhanced practice and a minimum of 6 supervision of supervision sessions / implementation groups to support the developing supervisory skills and overcoming implementation challenges. Supervision of enhanced practice and practice with CYP and families in the context of neurodiversity may be offered by the programme team if the knowledge and skills do not exist within the existing MHST or CYPMH workforce.

While knowledge, facts, theories, and approaches to problems and solutions will be taught, an equal weighting will be given in the course to learning through reflection on the process of supervision / learning itself, underpinned by peer support and mentoring process. You will be required to bring tapes of your own supervision / practice to the smaller supervision of supervision groups. Tapes may be viewed remotely or in person depending on the format of the session. Each module will contain a combination of direct teaching, discussion, group work and experiential learning via:

  • Workshops covering relevant theory and practice (modules 1-4)
  • Clinical / supervision skills practice (modules 1 to 4)
  • Supervision of supervision / implementation groups (modules 1 and 2)
  • Additional / Optional supervision of clinical practice (modules 3 and 4)


Exit Awards:

The following exit awards are available:

1. An exit award of PGCert Enhanced Practice for Children and Young People ( LICBT), which will consist of:

  • Module 3 PYCM124 Enhanced practice in early intervention and
  • Module 4 PYCM125 Adapting Low Intensity Practice with Children and Young People (and families) with Neurodiversity.

2. An exit award of PGCert Clinical Supervision of Low Intensity Interventions for Children and Young People which will consist of:

  • Module 1 PYCM123: Supervising Evidence-Based Psychological Interventions in Child and Adolescent Mental Health or Education Settings
  • Module 2 PYCM090: Clinical Supervision Practice Placement

Interim Awards:

The following Interim awards are also available for direct entry:

1. An interim award of PGCert Enhanced Practice for Children and Young People (LICBT), which will consist of:

  • Module 3 PYCM124 Enhanced practice in early intervention and
  • Module 4 PYCM125 Adapting Low Intensity Practice with Children and Young People (and families) with Neurodiversity.

2. An interim award of PGCert Clinical Supervision of Low Intensity Interventions for Children and Young People., which will consist of:

  • Module 1 PYCM123: Supervising Evidence-Based Psychological Interventions in Child and Adolescent Mental Health or Education Settings
  • Module 2 PYCM090: Clinical Supervision Practice Placement
 

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.

http://cedar.exeter.ac.uk/programmes/

Stage 1


PGDip Senior Wellbeing Practitioner (Low Intensity Cognitive Behaviour Therapy for Children Young People and Families)

120 credits of compulsory modules

Note: Modules need to be taken in following pairings: PYCM123 and PYCM090; PYCM124 and PYCM125, and in either order.

Compulsory Modules

CodeModule Credits Non-condonable?
PYCM123 Supervising Evidence-Based Psychological Interventions in Child and Adolescent Mental Health or Education Settings 30Yes
PYCM090 Clinical Supervision Practice Placement (Wellbeing Practitioner for Children and Young People) 30Yes
PYCM124 Enhanced Practice in Early Intervention 30Yes
PYCM125 Adapting Low Intensity Practice with Children and Young People (and Families) with Neurodiversity 30Yes

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Provide effective clinical skills supervision and case management supervision, critically reflecting on your practice to facilitate continued development as a supervisor and to enhance your supervision skills
2. Support and supervise practitioners to develop and adapt their practice towards families from a range of ethnic, cultural, and socioeconomic backgrounds, as well as those with protected characteristics
3. Support and supervise practitioners to collaboratively develop and implement their practice to the requirements of community / educational settings
4. Deliver enhanced low-intensity practice; effectively transferring these clinical skills across a range of presentations and settings for CYP and families
5. Critically evaluate and effectively apply advanced low-intensity evidence-based practice into your role.
6. Understand the core features of Autism, ADHD and Learning Disabilities (and associated conditions) and be able to extend and adapt low intensity support where a child or young person has autism, ADHD or additional learning needs
7. Understand how collaborative practice and participation values can effectively be incorporated into high quality care.

Supervisory and clinical knowledge and practice competency is largely developed through a mix of lectures, workshops, small group seminars, reflective sessions, and core supervision of supervision. A range of pedagogic approaches will be used including skills modelling, case study review, role play, peer feedback, and reflective blogs. This learning will be supported by directed reading of relevant literature, texts, and journals. Independent study and practice also forms a major part of our teaching and learning methods.

The development of clinical practice (theory into practice) will further be supported by placement-based supervision / optional university-based supervision of supervision and self-practice/self-reflection.

The ILOs are assessed by the following individual methods or a combination of these.

ILO 1-2: Supervision Competency Assessment, Reflective Commentary, Practice-Based Outcomes Document and Portfolio

ILOs 2-3: Presentation, Portfolio

ILOs 4-5: x Clinical Practice Competency Assessment, Reflective Commentary, Case Report, Practice-Based Outcomes Document and Portfolio

ILOs 6-7: Clinical Practice Competency Assessment, x 2 Reflective Commentary, Case Report, Practice-Based Outcomes Document and Portfolio

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

8. Demonstrate skills of academic writing
9. Review and critically evaluate empirical evidence.
10. Review and critically evaluate published work as well as your own work
11. Explain the wider ethical issues relating to the subject and its application.
12. Utilise evidence-informed measures to conduct performance management, appreciating how to use these measures to look at helpful changes and development of clinical skills in others.
13. Building confidence for achieving and sustaining a culture for effective delivery and improvement, including personal and system resiliency.

All ILOs are achieved through supported reflection on own practice, supervisory/clinical skills modelling, case studies, role play, placement-based and university based supervision and self-practice/self-reflection. Workshops and small group seminars, individual coaching sessions, reflective blogs.

Independent study and practice also forms a major part of our teaching and learning methods.

The ILOs are assessed by the following individual methods or a combination of these.

ILOs 8-13 : Supervision Competency Assessment, Academic Essay, Practice Based Outcomes Document, Implementation Project Presentation, Reflective Portfolio.

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

14. Think critically, creatively and independently, and communicate your ideas professionally and confidently
15. Identify and solve complex and demanding problems demonstrating confidence and flexibility.

All ILOs are achieved through supported reflection on own practice, supervisory/clinical skills modelling, case studies, role play, placement-based and university based supervision and self-practice/self-reflection. Workshops and small group seminars, individual coaching sessions, reflective blogs.

The ILOs are assessed by the following individual methods or a combination of these.

ILOs 14-20: Supervision Competency Assessment, Academic Essay, Practice Based Outcomes Document, Implementation Project Presentation, Reflective Portfolio

7. Programme Regulations

Accreditation of Prior Learning (APL)

You may enter this programme if you have a Postgraduate Certificate in either:

1. Clinical Supervision of Low Intensity Psychological Interventions in Education Settings (EMHP strand)
2. Clinical Supervision of Low Intensity Psychological Therapies Practice (CWP strand)

In this scenario, you will receive credits via the Accredited Prior 'Certified' Learning (APCL) route. This Postgraduate Diploma is intended as a ‘top up’ of credit for such students, to continue study at Level 7. You may be permitted to enter this programme if you have previously taken an equivalent Health Education England (HEE) nationally commissioned Post Graduate low-intensity clinical cupervision programme ahead of undertaking this programme; in this case you will need to make specific application for Accredited Prior 'Experiential' Learning (APEL) demonstrating how you meet the requirements of the PGCert before such APEL can be granted. If granted, you will receive a block credit for the PGCert.

Any queries about APL should, in the first instance, be made to the Programme Director.

Programme-specific Progression Rules

You must pass all the modules in the table above in order to pass the programme. The pass mark for all modules is 50% with an additional requirement to pass all individual assessments within each module. There is a 100% attendance requirement. Should your attendance fall below that level you will be contacted and an action plan put into place. Should your attendance fall below 80% on any individual module above, you will not be able to pass the module.

Exit awards:
The following exit awards are available:

PGCert Enhanced Practice for Children and Young People (Low Intensity Cognitive Behavioural Therapy) - based on Modules PYCM124 and PYCM125

PGCertClinical Supervision of Low Intensity Interventions for Children and Young People– based on the modules PYCM123 and PYCM090

Classification

Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.

8. College Support for Students and Students' Learning

All students will be assigned a personal tutor whilst enrolled on the programme.

A range of services is available to support your study from within Psychology. These include:

  • Personal and professional development planning.
  • Student handbooks and programme guides.
  • Range of specialist advisors, including for: women students, non-school leavers, and overseas students.
  • Computing and Statistics Help Desk.
  • Virtual Resource Room and other web-based learning materials.  

Within Psychology there is a well-equipped suite of PCs dedicated for postgraduate use, with further support provided by a dedicated IT and statistics helpdesk.

9. University Support for Students and Students' Learning

Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.

10. Admissions Criteria

Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.

Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.

Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.

Applicants are put forward for the programme through their employing NHS healthcare service.  Both individual service providers and HEE may inform us of the allocation and / or request for places for places on this programme for or on behalf of each participating service. CEDAR may undertake brief interview with proposed applicants to ensure awareness of course demands.  You must have successfully completed a CYP Low Intensity (CWP or EMHP) programme within CEDAR, or an equivalent HEE nationally commissioned CYP-IAPT programme and must be currently employed within a relevant CYP mental health service setting on a FT/PT basis.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

(Quality Review Framework.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

Faculty of Health and Life Sciences

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

0

18. Final Award

PGDip Senior Wellbeing Practitioner for Children and Young People (Low Intensity Cognitive Behavioural Therapy)

19. UCAS Code

Not applicable to this programme.

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

120

ECTS credits

60

22. QAA Subject Benchmarking Group

23. Dates

Origin Date

26/09/2022

Date of last revision

09/12/2022